EDUCATIONAL ADMINISTRATION AND PLANNING (TURKISH, THESIS)
Master	TR-NQF-HE: Level 7	QF-EHEA: Second Cycle	EQF-LLL: Level 7

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
EDE5115	Current Research in Educational Design	Fall Spring	3	0	3	8

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction:	Turkish
Type of course:	Departmental Elective
Course Level:
Mode of Delivery:	Face to face
Course Coordinator :	Dr. Öğr. Üyesi NİHAL YURTSEVEN
Recommended Optional Program Components:	-
Course Objectives:	The aim of this course is to educate students about all the components that are the subject of the design and to inform them about the research that has recently taken place in educational design.

Learning Outcomes

The students who have succeeded in this course;
A student who successfully completes this course will have information about teaching design, assessment and evaluation, classroom management, individual differences in learning, education of gifted students and current research on foreign language teaching.

Course Content

Current research on the sub-topics covered in educational design constitutes the content of this course.

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Introduction to the course; introduction of the content and resources.	-
2)	Curricular Developments on Educational Design	-
3)	Formative Evaluation in Educational Design	-
4)	Development in Instructional Technologies	-
5)	The Notion of Teacher As A Designer	-
6)	Action Research Studies in Educational Design	-
7)	Individual Differences in Learning	-
8)	Visa	-
9)	Current Teaching Methods in Educational Design	-
10)	Developments in Material Design	-
11)	Current Paradigms in Classroom Management	-
12)	Developments in Learning Environment Design	-
13)	The Education of the Gifted Students	-
14)	Current Implementations in Foreign Language Teaching	-
15)	Innovation in Educational Design	-
16)	Final	-

Sources

Course Notes / Textbooks:

References:

Creswell, J.W. (2011, 4th ed.). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River (NJ, USA): Pearson Education International.

Denscombe, M. (2007, 3rd ed.). The good research guide for small-scale social research projects. Buckingham, UK: Open University Press.

Edelson, D.C. (2006). Balancing innovation and risk: Assessing design research proposals. In J. van den Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds.). (2006). Educational design research (pp. 100-106). London: Routledge.

Krathwohl, D.R. (1998, 2nd ed.). Methods of educational and social science research: An integrated approach. New York: Longman.

Penuel, W.R., Fishman, B.J., Cheng, B.H., & Sabelli, N. (2011). Organizing research and development at the intersection of learning, implementation, and design. Educational Researcher, 40(7), 331-337.

Reeves, T. (2000). Enhancing the worth of instructional technology research through “design experiments” and other developmental strategies. Paper presented at the AERA. Retrieved Oct. 17, 2013 from http://it.coe.uga.edu/~treeves/AERA2000Reeves.pdf

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Homework Assignments	5	% 15
Presentation	1	% 15
Midterms	1	% 30
Final	1	% 40
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 60
PERCENTAGE OF FINAL WORK		% 40
Total		% 100

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	3	42
Application	2	25	50
Study Hours Out of Class	14	5	70
Presentations / Seminar	2	3	6
Homework Assignments	5	6	30
Midterms	1	1	1
Final	1	1	1
Total Workload			200

Contribution of Learning Outcomes to Programme Outcomes

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	Evaluate and apply the theories related to assessment, measurement, quality assurance and accountability systems in educational administration.	2
2)	Develop awareness and deep understanding of administrative theories, and leadership; higher education finance, law, and planning and history of educational administration and will be able to discuss on these concepts.	3
3)	Integrate learning activities, such as writing reports, problem-solving projects and simulation exercises, methods and techniques for career planning and university catalog analysis.	5
4)	Identify concepts related to the most recent information, tools and other scientific sources of educational administration and leadership from the perspectives of national and international standards and use these concepts in their school lives.	3
5)	Understand the roles, functions, and interrelationships among schools major constituents, including students,teachers, school administrators, staff, alumni and parents and reflect these into their own experiences.	4
6)	Promote diversity initiatives within educational settings.	5
7)	Understand developmental theories and develop ideas on these theories.	4
8)	Evaluate current educational policies in the context of its possible impact on the future of schools.	4
9)	Understand main theories and concepts of educational administration and economy and apply these for the analysis and development of educational systems.	3
10)	Understand professional ethics principles in the field and discuss on the practices at schools.	3
11)	Critically evaluate research in the field of educational administration and apply their expertise to the further development of educational administration in both national and international platforms.	3
12)	Plan and conduct action research studies to implement emerging practices and policies in educational administration and share the results of the data analysis with the community	3